Tip #9 TOEFL Speaking Task 4 (The Academic Lecture): Know What the Lecturer Is Doing; Use Reported Speech (Present Tense); Begin with the Topic and Definition; Don’t Panic If You Miss Something;Paraphrase — Don’t Copy

Key strategies involve 1. understanding the function of the lecturer in relation to the reader 2. using a variety of reported speech phrases (keeping it in the present tense), 3. beginning the talk with the topic and definition in the reading, 4. not panicking just because you might have missed some details of the lecture  5. making it a habit to paraphrase rather than just copying what was said the lecture

Practice Task 4

Reading Passage (45 seconds to read)
 
Identity Crisis 
In 1956, German psychologist Erik Erikson used the term "identity crisis" to describe an important conflict human beings face in life. Erikson describes the identity crisis as first happening during ages 13 to 19. He believed that overcoming this crisis during the teenage years would help a person overcome identity crises later in life. Today, the complexities of modern life create many stressful situations. People may experience identity crises more often now than in Erikson's time.


Listening Lecture: Human Stages of Identity Crisis

Lecture Transcript (1.5–2.5 minutes listening)
 
"Today's discussion will be about the human stages of identity crisis, developed by psychiatrist Erik Erikson. Let's look at those stages, beginning with infancy. Up to 18 months of age, with the mother's loving care and contact, an infant will learn to trust. The second stage is from 18 months to 3 years, when the child learns to master skills. Children learn to walk, talk, and feed themselves, and become more independent.* 
  
During the ages of 3 to 5 years old, children experience a desire to copy the adults around them. They also begin to use that wonderful word for exploring the world — 'WHY?' During the fourth stage, 6 to 12 years of age, children are capable of learning, creating, and accomplishing many new skills and knowledge. This is the stage when human beings develop confidence and self-esteem.* 
  
According to Erikson, during the fifth stage is when we establish a philosophy of life. During this time, teenagers begin to struggle with the question, 'Who am I?' A teenager is neither a child nor an adult, and life is definitely getting more complex as we attempt to find our own identity.* 
  
During the stages of adulthood, the issues of crisis are intimacy, raising children, being successful in a career, and finding wisdom from our experiences. From there to late adulthood, development depends primarily upon what we do."*
 
Question
 
Using points and examples from the lecture, explain how the professor adds detail to the reading passage about identity crisis.*
 
What to Write in 30 Seconds (Sample Notes)

Reading: defines identity crisis – happens ages 13-19
Lecturer: breaks into life stages (not just teens)
Stage 1: infancy (0-18 mo) – trust
Stage 2: 18 mo-3 yrs – walk, talk, independent
Stage 3: 3-5 yrs – ask "Why?"
Stage 4: 6-12 yrs – confidence, self-esteem
Stage 5: 13-19 yrs – identity crisis (WHO AM I?)
Adults: intimacy, career, wisdom

 
Model Answer (60 seconds – spoken)

Transcript.

The reading defines the term "identity crisis" as an important conflict that human beings face in life. It states that psychologist Erik Erikson believed this crisis first happens between ages 13 and 19.* 

The professor elaborates on this topic by breaking Erikson's theory down into multiple life stages, not just the teenage years. He points out that Erikson described eight stages of development.* 

First, the professor mentions that during infancy — up to 18 months — a child learns to trust through a mother's care. He then describes the second stage, from 18 months to age 3, when children learn to walk, talk, and become independent.* 

The professor further illustrates the third stage, ages 3 to 5, when children begin asking "Why?" He also lists the fourth stage, ages 6 to 12, as when children develop confidence and self-esteem.* 
  
Finally, the professor confirms that the fifth stage — ages 13 to 19 — is indeed when teenagers struggle with the question "Who am I?" because they are neither children nor adults yet.*
 
Post-Task Assessment & Reflection
 
After you finish speaking, take **3–4 minutes** to complete this.
 
Part 1: What Did the Lecturer Do? (Circle one)
 
The lecturer in this task:
 
| A. Argued against the reading | B. Argued for the reading | C. Gave unrelated examples | D. Broke the concept into parts |
|----------------------------------------|----------------------------------|--------------------------------------|------------------------------------------|
 
**Answer:** D — The professor took "identity crisis" and broke it down into different life stages (infancy, early childhood, preschool, school age, adolescence, etc.)
 
 
Part 2: Structure Check
 
Did you…                                                                                                         Yes    No 

Begin with the topic and definition from the reading?                        ☐      ☐ 
Use reported speech (e.g., "the professor points out that…")?              ☐     ☐ 
| Use past tense verbs (stated, mentioned, elaborated, illustrated)?   ☐     ☐
| Explain at least 3–4 stages from the lecture?                                         ☐     ☐ 
| Avoid giving your own opinion?                                                                ☐      ☐ 
| Stay within 60 seconds?                                                                             ☐      ☐ 
 
Part 3: Language Check (Listen to your recording)
 
Did you use any of these phrases?                                                              Yes  No 

"The reading defines… as…"                                                                            | ☐ | ☐ |
"The professor elaborates by stating…"                                                       | ☐ | ☐ |
"He points out that…"                                                                                      | ☐ | ☐ |
"She further illustrates…"                                                                                | ☐ | ☐ |
"The speaker lists…"                                                                                         | ☐ | ☐ |
"According to the professor…"                                                                       | ☐ | ☐ |
 
Part 4: Reflection Questions (write short answers)
 
1. What was the hardest part of Task 4?** 
   (Example: "The lecture was long and I forgot the first two stages.") 
   _________________________________________________________________
 
2. Did you successfully use reported speech throughout? If not, where did you switch to direct speech? 
   _________________________________________________________________
 
3. Did you panic at any point? What helped you keep going?
   _________________________________________________________________
 
4. Compare Task 4 to TOEFL Writing Task 1 (Integrated). How are they similar? How are they different? 
   *(Hint: Both summarize a lecture + reading. Writing gives 20 minutes; Speaking gives 60 seconds.) 
   _________________________________________________________________
 
5. If you did this task again, what would you do differently in your 30 seconds of prep time? 
   _________________________________________________________________
 
6. Rate your confidence for Task 4 (1 = very low, 5 = very high):
 **①   ②   ③   ④   ⑤**
 

 
Sample Reflection (for this practice)
 
*1. The hardest part was remembering all eight stages — I only included five in my answer.* 
*2. Yes, I used "the professor points out," "he mentions," and "the reading defines" correctly.* 
*3. I almost panicked when I forgot stage 3, but I said "the professor further illustrates" and moved on.* 
*4. Task 4 speaking is like Writing Task 1 but shorter and spoken. In writing, you have time to check grammar. In speaking, you just keep going.* 
*5. Next time, I will write stage names as very short notes (e.g., "1: trust," "2: walk/talk") instead of full phrases.* 
*6. Confidence: ③ (medium — I need more practice with timing).*
 
Common Mistakes to Avoid in Task 4
 
Mistake                                                                      Better Way 
                                                                     
Copying the reading word-for-word      Paraphrase: eg "13 to 19"* to "teenage years"
Giving your own opinion                          Never say *"I think"* — only report
Trying to include everything                   Pick 3–4 most important details from lecture 
Forgetting to define the term                 Start with *"The reading defines X as…"
 
Quick Checklist for Your 30‑Second Prep

□ What is the topic? (1 word)
□ What is the definition? (from reading)
□ What is the lecturer doing? (examples? details? breaking down?)
□ List 3–4 key points from lecture (as short notes)
□ Prepare 1–2 reported speech verbs (states, illustrates, points out)